May 2009May 2009May 2009May 2009May 2009 Volume IV, Number 4Volume IV, Number 4Volume IV, Number 4Volume IV, Number 4Volume IV, Number 4

CIO NEWS AND VIEWSThe Newsletter of the CCCCIO

Ed Buckley (ebuckley@sonic.net) Editor

INSIDEPresident’s Message ................................................. 2Gaskin’s Performance Evaluation............................ 3Deegan-Carter Doran Recipient ............................. 4Bogue-Feinour’s Advice Column ............................. 6New CIOs ..................................................................... 9Spring Conference Photo Gallery ................... 10-18

“PUT ON YOUR GALOSHES!”Thursday conference speakers urge action in face of economic “Storm”

The April 1-2 CIO-CSSO Conference ended with a

bang in Sacramento on Thursday afternoon, with two

inspiring speakers urging over 180 college leaders to

take advantage of the opportunities in the current

economic crisis to work for fundamental change.

Luncheon speaker Pedro Noguera, Professor of

Education at New York

University, told the story of his

wife’s life journey from

immigrant girl in the projects

of San Francisco to school bus

driver to successful ivy league

college graduate. He was

followed by Assemblymember

Warren Furutani, who, noting

that the conference theme was

“weathering the storm,” made

a passionate and fiery speech

urging us not to stay dry in our

own comfortable places but to

“put on your galoshes” and go

out and make badly needed

changes in the community

college system.

Other highlights:

Chancellor Jack Scott

opened the conference

Wednesday morning,

commenting that he felt welcomed and safe since he

received an award at last year’s conference. He is

optimistic about the system in the long run, as it is held

in high esteem by legislators, the governor, and the

public—people know that what we do is important. In

the short run, he is less sanguine, given the severe,

structural problems in California’s budget due mainly

to the partisan gridlock in the legislature. He urged the

colleges in this tough period to focus on the core

mission (CTE, transfer, and basic skills) and student

success.

Wednesday’s luncheon featured Orange Coast CIO

Melinda Nish and Ohlone CSSO Ron Travenick, who

shared their recent experiences with accreditation, and

Volume 4, Number 4

2

PRESIDENT’S MESSAGE

–CCCCIO President Lori Gaskin

We are rapidly approaching one of the truly joyful

moments of academic life – celebrating the

accomplishments of our students. Graduation season is

upon us and we have the honor of sharing a very special

time with our students – a time of recognition, a time of

tradition, and a time of reflection. Each fall, we greet

students as they come on campus eager to pursue their

educational goals. Each spring, we laud our students’

achievements with ceremonies rich in customs and

meaning. The cycle of our professional life is inextricably

tied to the seasons – seasons of hope and potential, of

looking forward with excitement and anticipation, and

of possibilities. Education is a gift – a treasure that lasts

a lifetime. Its impact transcends generations and it

embodies aspirations, dreams, and opportunity. This is

what we celebrate with our students at graduation – a

future that is bright and full of promise.

I stand in awe of our students’ accomplishments made

even more compelling by hardships they have had to

endure to fulfill their educational goals. I also stand in

awe of the deep commitment, unwavering dedication,

ACCJC President Barbara Beno, who provided the

Commission’s perspective on various issues and

responded to several questions. Mary Benard (San

Diego), Pam Deegan (Mira Costa), Robin Richards

(Siskiyous), and Carlos Lopez (San Jacinto) then

facilitated a session on “budgeting through shortfalls,

recession, stimulus packages, recalcitrant legislators,

and increased enrollments.” Participants worked their

way through difficult scenarios based on actual

situations.

In Wednesday’s last session, Janet Fulks of

ASCCC joined Vice Chancellors Carole Bogue-

Feinour and Patrick Perry to describe a BSI-funded

project creating rubrics for basic skills courses to assist

colleges in their reporting of student success in basic

skills, as required by the state legislature. There

followed a reception sponsored by Oracle and featuring

ace jazz guitarist Steve Homan.

At the CCCCIO general meeting Thursday morning,

new CIOs were recognized, as was retiring CIO Dan

Henry of Los Medanos. President Lori Gaskin thanked

Randy Lawson and Dona Boatright for their

outstanding work on leadership development and

presented Pam Deegan with the Carter Doran Award

(see story, p. 4). She also provided updates on a

number of statewide projects and issues, as did Vice

Chancellor Bogue-Feinour.

The next session featured a presentation and

discussion session by ASCCC officers Janet Fulks,

Mark Wade Lieu, and Jane Patton. ASCCC has raised

concerns about how well first time students are served

by current practices and policies associated with

prerequisites, and is looking at options such as state-

wide prerequisites for selected courses and changes

in prerequisite validation policies. As expected, this

meeting prompted lots of discussion.

After the luncheon with Pedro Noguera and the

remarks of Assemblymember Furutani mentioned

above, the conference concluded with the introduction

of Morgan Lynn, who holds the newly created position

of Executive Vice Chancellor, CCCCO. Morgan talked

about her first few weeks on the job, and spoke

movingly about the inspiration and encouragement she

got as a community college student from former CIO

Darlene Pacheco.

NB: the CCCCIO web page has several sets of

material from the conference. Check them out at

http://ccccio.org/ .

and genuine passion that you

all bring to your colleges each

and every day for the singular

purpose of helping our

students’ dreams become

reality. I wish you well as you

usher in the graduation season.

It takes an entire college to

educate a student – and you,

your college, your faculty, and

your staff all deserve to

celebrate this most joyful time

in the academic life of our students.

This spring also marks the end of my term as

president of this wonderful organization. In July, Renee

Kilmer (CIO at Cabrillo College) will assume the

presidency of this body. It has been an incredible

privilege serving you for the past two years. I feel deeply

honored to have such inspirational, intelligent, witty,

and dedicated colleagues. Thank you.

May 2009

3

In the interest of maintaining high standards, promoting transparency, staving off governmental regulation of

CCCCIO, and coming up with a way to tease Lori Gaskin, the crack investigative reporters of News & Views

persuaded the CIO Executive Board to conduct a rigorous, evidence-based assessment of outgoing CIO

President Lori Gaskin. Ever shameless, we now publish a sampling of their comments.

******************************************************************************************

As someone concerned about CCCCIO finances, I have been worried about some of thepurchases made by President Lori. However, thanks to recent conferences, I feel relievedthat the purchases of “Johnny Carson’s Funniest Skits” and “One Liners” by Henny Youngmancan now be classified as appropriate expenses.

Lori has been a magnificent leader for the CIOs, always prompting us to move our organization forward,to have a clear, unified voice, yet to maintain good collegial relations with our peers among the CSSOs andour colleagues in the statewide academic senate. We owe her a special debt of gratitude for her willingnessto take on the additional year responsibility in this role.

Now that Lori has definitely passed probation, I would recommend tenure if thatwouldn’t be seen as punitive! Seriously, CCCCIO will be forever indebted to Lori forher willingness to serve two consecutive terms as president. Her leadership has beenexemplary, and we have accomplished much as an organization over the last twoyears. Thank you, Lori, and enjoy your year as past-president. I can assure that it isthe best job of all!

Lori Gaskin has proven herself to be an effective and insightful leader. Through her tenure as the president, shehas brought together the statewide Academic Senate, the Chief Student Services Officers, and the CIOs to providea strong and effective campaign in a variety of areas: Title 5 Revision, Basic Skills, and Assessment, to name afew. As Lori has worked on all the major initiatives, she has done so as a calm and knowledgeable voice ofreason. I have seen her take a very confrontational topic and present it in such a way that she almost assures aclear dialogue. I say, “Hail to the Chief!” as Lori moves on to other chapters of her life.

CIO PRESIDENT FACES GRUELING EVIDENCE-BASED

OUTCOME ASSESSMENT, EMERGES AS WINNER!

PERFORMANCE EVALUATION FOR LORI GASKIN

*STANDARD LEVEL OF PERFORMANCE 5 4 3 2 1

Knowledge of Title 5 X

Appearance at BOG X

Commitment to SACC X

Presidential demeanor X

PAL Mentor X

General attitude X

*5: Outstanding – above and beyond what is expected of anyone in their right mind.

*4: Great – by the way, do you have a life outside of being a CIO?

*3: Satisfactory – this is way beyond “good enough for government work.”

*2: Aha! You actually got some sleep this month!

*1: How long have you been in the hospital?

Volume 4, Number 4

4

Pam Deegan has a M.A. in Physical

Education, with concentrated study

in exercise physiology and

kinesiology from CSU Los Angeles,

and is currently working on her

Ed.D. at the Community College

Leadership program at Oregon State

University. She has held teaching

positions at CSU Los Angeles and

Irvine Valley College and

administrative positions at Irvine

Valley College, Santiago Canyon

College, Miramar College, Mt. San

Jacinto College and most recently,

MiraCosta College, where she

recently became the permanent Vice

President of Instructional Services.

She has served on numerous

statewide CCCCO committees and

has led the CIO organization as its

Vice President and President.

Currently she coordinates the CIO

PAL program.

N&V: Congratulations on receiving

the Carter Doran Award, Pam!

PD: Thank you! This is a tremendous

honor for me.

N&V: What was it that led you into

a career in the community college

system?

PD: This is an interesting story. I had

just finished my masters degree at

Cal State L.A. when it all happened.

Throughout my graduate work, I

taught a few classes and served as

a substitute for my professors, but I

really thought I wanted to work in an

exercise physiology or structural

kinesiology laboratory. Ahhh, I can

still smell the formaldehyde when I

close my eyes!

Anyway, just as I finished my

masters, my major professor and

mentor, Dr. Bell, died suddenly of a

ruptured brain aneurysm. Afterwards,

N & V Interview

PAM DEEGAN, CARTER DORAN AWARD WINNER, 2009

my conversation with the department

chair went something like this:

“We have terrible news--Dr. Bell died.”

“Oh, my God, that is awful!”

“Do you want her job?”

“Oh, my God!”

The guilt I felt was tremendous!

So, that was how I got my big start. I

loved teaching, being a faculty

member, and teaching my students the

anatomy and physiology behind

movement. I found what I wanted to

do and stayed at Cal State for 7 years.

N&V: What lead you to decide to

leave teaching and go into

administration. Was that a tough

move?

PD: I was a department chair at Irvine

Valley College for many years. At that

time, we didn’t have deans, just chairs.

Because we didn’t have deans, the

chairs did it all--hiring, firing, the works.

This gave me the opportunity to see if

I liked being an administrator. I did. I

thought everyone loved to organize

and plan, but found that they didn’t.

My skills were a match for the work,

so the transition worked out fine.

Some days, I do wonder what I was

thinking by leaving the classroom,

but most of the time I am very glad I

made the move.

N&V: Have you had some

important mentors in your

professional life?

PD: Yes, and they had a profound

impact on me. Terry Burgess, John

Nixon, Rocky Young, and Dona

Boatright were the ones who

impacted me the most. They all are

amazingly knowledgeable admin-

istrators, so I learned the basics from

the best. I think the most important

thing I learned from them was style.

They are all so at ease with

themselves, even in difficult

situations. Unflappable. All willing

to admit a mistake, take

responsibility, fix the problem, and

move on. And they all have amazing

senses of humor and don’t take

themselves too seriously. So, I think

that the major impact they had on me

was to il lustrate how a great

administrator acts. I am still in awe

of these folks and am grateful to have

learned from them.

N&V: What is difficult about the

CIO job?? What is the most

rewarding?

PD: I think the most difficult aspect

of our jobs is being in charge of so

much at a time when there is so

much going on. Too much. More

and more is piled onto our plates.

New mandates are always being

given to us. Do mandates go away?

Nope, they just get added to our

workload. I think we all live in fear

that we will be away from our desks,

be on vacation or whatever, and miss

one of those e-mails from someone

important. I’m not sure, but I think

Carter Doran Award Winner

May 2009

5

that is why CIOs enjoy a glass of

wine. I used to be skinny and cute.

T h a t

c h a n g e d

when I

became an

administrator,

but I love

what I do,

so I guess it

is okay…I

have old

photos and

that helps.

We also are always providing

guidance to people, both nurturing

them and yet holding them

accountable. It really is quite an art

form. It is difficult at best, yet it is the

part of the job that is really rewarding,

particularly when wonderful things

happen. This and really impacting an

institution or the system via positive

and collaborative efforts brings the

satisfaction and rewards. For me,

one of my biggest moments was

being involved with the BSI.

Watching our ideas blossom and

impact students in such a positive

way has to be one of my greatest

professional rewards.

N&V: How do you separate your

private life from your professional

life?

PD: I don’t. I think most people are

aware that for years I lived with a

CSSO, but I don’t anymore. That was

always fun and interesting. My

husband and I met when we were

both faculty members at Irvine Valley

College. He was a counselor and I

was a classroom faculty member.

Each of us had been divorced and

each of us had a three-year old son.

We ultimately married and have been

married for over 20 years. The kids

said that after listening to our

continual conversations about

community colleges they decided

they would never go into education.

When we both became VPs, things

took a twist. The biggest issue in our

marriage was never the fact that I am

Jewish and he is Catholic. No, no! The

big issue was that I was a CIO and he

was a CSSO. Why do I no longer live

with a CSSO? Because he became a

CEO. That too, is pretty interesting!

N&V: How do you relax?

PD: I love to exercise--walk, jog, spin,

kayak, whatever. I like to read and

watch sci-fi movies. I am particularly

partial to disaster films. I would be first

in line for a movie about a plane

disaster in the middle of an earthquake

that triggers a tsunami during a global

epidemic brought on by killer bees.

Maybe I am subconsciously testing my

abilit ies as a CIO to deal with

progressively difficult situations….

N&V: Anything else?

PD: Cooking and entertaining are fun

too. I recharge my batteries by being

around people I like. And of course,

writing parodies and singing them while

in costume is the ultimate!

N&V: What advice would you give

to new instructional deans and new

CIOs?

PD: I’d tell new folks to find a good

mentor and never ever miss a CIO

meeting, as that is where you pick up

current information. Do your best, but

know that you can’t do it all. This

means prioritizing and letting go of the

things that are at the bottom of the list.

It is important to maintain your sense

of humor. Costumes are good. Take

your work seriously, not yourself, and

admit mistakes. We all make

mistakes, but we define ourselves in

the way we remediate our errors.

Know, too, that it is all about team.

Empower your team, reward your

team, and have fun with your team.

Make them all feel special. That is

what I remember most about Carter

Doran. Regardless of who you were,

when you spoke to Carter you felt you

were the most important person in

the world. He had a way of making

you feel special. And talk about a

sense of

humor! He

was warm

a n d

wonderful .

When he

spoke, it

was about

others rather

than himself

and I think

this is an

adm i rab le

quality in

p u t t i n g

others at

ease.

N&V: Final thoughts?

PD: CIOs are the heartbeat of a

college. As a whole, we are smart,

organized, selfless, make a college

hum, and are very funny. I am

honored to receive such a meaningful

award from my colleagues. You are

the best! Thank you. May the force

be with you!Diva

Superwoman

Taskmaster

Congratulations, PamCongratulations, PamCongratulations, PamCongratulations, PamCongratulations, Pam

Volume 4, Number 4

6

ASK CAROLE!

� Dear Carole,

I would like to know the status of the TBA hours. We received

a memo in October and I began taking immediate action. At

the spring CIO-CSSO conference, mention was made of some

adjustments. It would be great to see the new information as it

may impact the manner in which we have been handling this.

––Flexible Fred

~~~~~~~

����� Dear Flexible

In order to respond to your question and another

question with similar concerns, I will summarize for

you the status of TBA hours. Also you will receive a

memo from the Chancellor’s Office providing more

information within the very near future.

One issue of concern for Early Childhood Education

(ECE) and Foreign Language labs was the immediate

supervision requirement. With regard to ECE, we are

taking a proposed title 5 change to BOG in May that

would permit an exemption to immediate supervision

similar to what has already been included in section

58055 for health science education and Firefighter

Joint Apprenticeship programs. For both of these

areas, the requirement for immediate supervision can

be met as a responsibility shared by a qualified person

in the workplace/clinic and by an academic district

employee. For ECE, responsibility for supervision of

students in a childcare facility would be shared by a

person at the facility who possesses at a minimum a

Master Teacher Child Development Permit issued by

the California Commission on Teacher Credentialing,

or the equivalent, and by the academic personnel of

the district.

With regard to Foreign Language labs, agreement was

not reached by the major representative groups

regarding exemptions or changes for immediate

supervision. As a result, per current title 5 language,

if students completing requirements in several

languages are scheduled in the lab during the same

hour, foreign language instructors meeting minimum

qualifications in each of those languages need to

provide immediate supervision.

Since meeting this requirement may not be possible

for most colleges, it is suggested that colleges

consider offering foreign languages as “hybrid”

courses (i.e., regular face-to-face contact combined

with distance education) permitting the colleges to

follow the distance education regulations instead of

the regulations applicable to TBA. Hybrid courses

must meet the distance education (DE) requirements,

i.e., the definition of distance education in section

55200; regular, effective contact requirement in

section 55204; and the requirement for separate

review and approval by the curriculum committee in

section 55206. By offering the foreign language lab

hours of the course as distance education, you are

exempt from the immediate supervision requirement

for that portion of the course although the students

could still access the instruction through the on-

campus labs. Finally, you would need to use the

Alternate Attendance accounting procedure

described in section 58003.1(f) and 58009 if the entire

course as a whole does not qualify for either the basic

Weekly or Daily Census attendance accounting

procedures. You will not lose apportionment for

those lab hours by doing so except for a small portion

of FTES if you have a compressed calendar. You

can offer DE using the basic Weekly or Daily Census,

but you would need to schedule and conduct the DE

hours in a synchronous manner in order to do so.

A second major TBA issue was the definition of

“regularly scheduled” and the implications for

implementation. Resolution was reached regarding

a redefinition of “regularly scheduled” for the

purposes of TBA hours. This term has been

administratively redefined to mean that within the

format of weekly census courses, students must

participate for the required number of TBA hours

each week of the primary term for the duration of the

course, and documentation must demonstrate

weekly student participation. Districts would have

the flexibility to individually schedule these regular

May 2009

7

weekly TBA hours or could allow students to fulfill

their weekly TBA obligation at a time of their choosing

each week of the term. The key factor here is that

students participate for the same number of TBA

hours each week of the primary term so that the

course in question continues to qualify for the Weekly

Census attendance accounting procedure. For Daily

Census courses, districts would also have the same

scheduling flexibility as appropriate for the Daily

Census attendance accounting procedure. In other

words, students could choose their daily TBA times,

but would still have to participate for the same

number of TBA hours per meeting day so that the

course in question continues to qualify for the Daily

Census Attendance Accounting procedure. In terms

of monitoring, colleges need to monitor student

participation carefully and make sure that they do not

claim apportionment for TBA hours for students who

have documented zero hours. Of course, as specified

in earlier communiqués, you must make sure that

instruction is provided, that you specify on the course

outline the number of TBA hours as well as general

objectives/outcomes for the TBA requirement, that

you follow regulations for immediate supervision and

minimum qualifications, and that you evaluate

student work completed during the TBA hours.

Please note that there will be a new audit compliance

item introduced with the 2010-11 Contacted District

Audit Manual focusing on TBA hours compliance,

included requiring auditors to determine if

apportionment was claimed for students who

document zero TBA hours. If a college is out of

compliance regarding its claim for TBA

apportionment, it would need to adjust its

apportionment claim and/or return state

apportionment funds and implement a control

mechanism to avoid recurrence.

� Dear Carole,

How should we prepare for accessing stimulus money for

support of our CTE programs?

––Ready to be stimulated

~~~~~~~

����� Dear Ready,

As you may be aware, there are several pots of

stimulus funds available for community colleges.

Chancellor Scott’s memo, dated March 18, 2009,

succinctly describes the various federal stimulus

program funds of greatest interest to our community

colleges. Many colleges may be interested in the

Workforce Investment Act (WIA) package that

provides an additional $494 million in WIA funds for

California. The eighty-five percent WIA funding of

$427 million will be allocated to local WIBs to support

local job training and workforce development efforts.

Colleges should be contacting their local WIBs to

make sure that the WIBs are aware of the full range

of the community college credit and noncredit

courses and programs available and that the WIBs

select the community colleges to be their preferred

training and education partners. At the same time,

colleges and their local WIBs might discuss

strengthening their partnerships and determine a

process for utilizing these funds. While all federal

stimulus funding is temporary and generally

available for the next two years, colleges could use

the funds for one-time expenditures such as

equipment, rental space, materials, curriculum

preparation, and professional development.

The remaining fifteen percent of the WIA funding

allocation is discretionary funding issued to the

Governor for statewide initiatives and competitive

grants for employment and training programs. The

State Department of Labor and Workforce

Development will be responsible for issuing these

funds on a competitive grant basis for efforts that

focus on public-private partnerships to help train and

educate at-risk youth who are 18-24 years of age,

increase job training opportunities, provide valuable

work experience, and incorporate community

service.

In addition to the WIA programs, colleges can apply

directly to the US Department of Labor for

competitive grants that focus on worker training in

high growth and emerging industry sectors, largely

in areas of energy efficiency and renewable

industries and health care fields. Further, funds are

available to provide assistance for dislocated

workers and for nationwide YouthBuild Activities that

target high school drop-outs who re-enroll in an

alternative school. Colleges interested in applying

directly to the US Department of Labor should check

www.recovery.gov for general updates and for

specific information on DOL recovery funding, go to

http://www.dol.gov/recovery/. DOL plans to issue

Solicitations for Grant Awards (SGA) no later than

June 30, 2009. The SGA will provide specific

requirements for use of the funds, certification, data

reporting, performance measures, and other

necessary information. Grant opportunities will be

published on www.grant.gov and also on DOL’s

Recovery Website: http://www.dol.gov/recover.

Colleges that wish to apply for grants might draft

language in advance of the SGA so that they have

much of the narrative already prepared when specific

requirements are made available. In advance of the

SGA, they might also revisit local partnerships that

will likely be required for these grants.

Volume 4, Number 4

8

� Dear Carole,

I was working on discipline equivalencies with my academic

senate president and remembered an old belief. The belief was

that there was a time when 18 graduate units to meet an

equivalency was the standard in many states, including

California. Does anyone know where that 18 unit rule came

from? Is there documentation anywhere to support it?

––Eighteen and Counting

~~~~~~~

����� Dear Eighteen,

I have asked a couple of folks here to conduct some

research regarding your question. So far, they have

not been able to locate a reference for an 18-unit rule

for equivalency. As you know, title 5, section 53430,

Equivalencies, indicates that a community college

faculty or educational administrator must possess

qualifications that are at least equivalent to the

minimum qualifications—as provided in subchapter

4, article 1 or elsewhere in division 6.

� Dear Carole,

Student learning outcomes in the context of competency-based

instruction has taken hold and is being used effectively in both

developmental and career/technical education. Do you think it

will have similar success in the transfer curriculum, particularly

in general education?

––Brigadier General Ed Jacation

~~~~~~~

����� Dear General Ed,

Competency based education is a systematic student

centered approach to learning that focuses on learning

outcomes and addresses what the learners are

expected to do rather than on what they are expected

to learn about. Organizing and implementing

competency based instruction requires defining

educational goals in terms of measurable outcomes

and providing periodic feedback throughout the

learning process as well as opportunity for students

to make improvements when necessary. Educators

involved with shaping competency based instructional

programs often contend that its advantages include:

serves to reduce passive dependence on lectures;

enhances student performance through active

participation in learning through problem solving;

encourages critical assessment of competing theory

and evidence; and improves interdisciplinary

understanding.

Competency based education and conventional

discipline based education, however, are not mutually

exclusive. They do share some common ground, and

it is deemed advantageous to combine conventional

curriculum with a competency based approach and

learning outcomes where continuous assessment is

conducted to assess and demonstrate student

progress. Such a process serves to inform the

instructors regarding how to improve the instructional

program and to inform students what they know and

can do and what they need to learn/improve.

It appears to me that if curriculum in general education

is also shaped to include learning outcomes and to

incorporate a competency based approach, we can

improve student success in our instructional

programs. Instructors who have conducted this

approach often share that it not only increases student

learning but informs the students and others about

what has been learned and facilitates demonstration

of student success. If these instructors share their

experiences widely, I think incorporation of

competency-based instruction may well succeed in

general education programs.

� Dear Carole,

Don’t you ever get tired of answering all these question? What

do you do to unwind at the end of the week?

––Nosy Shameless

~~~~~~~

����� Dear Nosy,

To unwind, I push work aside and do other things,

like going to the fitness center, eating out, shopping

etc. My husband and I also try to plan some trips out

of town, at least day trips. It is so very important to

live a balanced life—if at all possible!

GOT A QUESTION FOR CAROLE’SADVICE COLUMN? SEND IT TO

ebuckley@sonic.netAND IT WILL BE FORWARDED TO

HER.

May 2009

9

NEW CIOs TAKE CHARGE THIS SPRING

Ann Beheler

Vice President of Academic Affairs

Porterville College

Sherrie Guerrero, Ed.D.

Vice President of Instruction

(Interim to Permanent)

Chaffey College

Nick Chang

Interim Vice President of

Student Learning,

College of Marin

Wm. T. O'Hare, Ph.D. (no picture)

Interim Vice President of Instruction

Cuyamaca College

Antoinette Wheeler

Vice President, Academic Affairs

Barstow College

Katie Townsend-Merino

Vice President of Instruction and

Institutional Research

Foothill College

Volume 4, Number 4

10

SPRING CONFERENCE PHOTO GALLERY

W E D N E S D A Y

Lynn Neault & Lori Gaskin claim “mystical powers”

Jack Scott keeps positive

OPENING LUNCHEON

Just dessert: Barbara Beno, Melinda Nish, and Ron Travenick serve up accreditation

Three, Not-Yet-Emeritus CIOs Jack

Friedlander, Don Berz, & Randy

Lawson hold each other up

May 2009

11

Volume 4, Number 4

12

FIRST AFTERNOON SESSION

Mary Benard, Pam Deegan, Robin Richards &

Carlos Lopez Elicit Budget Creativity

May 2009

13

SECOND AFTERNOON SESSION

Nabil Abu-Ghazaleh introduces BSI session leaders Carole Bogue-Feinour, Patrick Perry, & Janet Fulks

Volume 4, Number 4

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EVENING RECEPTION

(Sponsored by Oracle)

May 2009

15

Guitarist Steve Homan

Volume 4, Number 4

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T H U R S D A Y

MORNING GENERAL MEETING

The multitude welcomes new CIOs Katie

Townsend-Merino & Nick Chang

Retiree Dan Henry is honored

Dona Boatwright & Randy Lawson are thanked for leadership development

Pam Deegan accepts the Doran bowl

May 2009

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THURSDAY LUNCHEON

Dr. Noguera poses with students in CSU’s Ed.D. community college leadership program (above) and with

Cosumnes River faculty, staff, and students who presented at the conference (below)

Celia Esposito-Noy thanks Pedro Noguero for an

inspiring presentation on current state of higher

education and the crucial role of community colleges

Volume 4, Number 4

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THURSDAY AFTERNOON SESSION

Audrey Yamagata-Noji with speakers Morgan Lynn, newly appointed Executive

Vice Chancellor, CCCCO, & Assemblymember Warren Furutani

CIO-SENATE DISCUSSION

Academic Senate reps Mark Wade Lieu, Jane Patton, & Janet Fulks

engage CIOs in spirited debate about curriculum & prerequisites